The Digital Divide in Rural, Urban and Suburban Areas

Alex Foutz
Anna Williams
Amanda Lima
Gloria B.
Allison Nunnery


What is the Digital Divide?

The Digital Divide is defined as the gap between those people in the world that have access to digital media and technology and those that do not (Kim & Bagaka, 2005). There is even more of a troubling gap between those who with access and the extent of which they are capable of utilizing the benefits of such use. Even though some communities have access to recycled old technologies there is still a gap present between those who are able to learn and experience the latest and newest things in technology and those who can’t. The article, Reconsidering the Digital Divide gives us the phrase the “haves and the have not’s” to describe the chasm that is the digital divide.

There is often confusion about what the Digital Divide entails. For example, many educators have pointed out that the major issues in the Digital Divide are related to a lack of interest in technology as well as a lack of access to technology. In addition, politicians may strive to make a clear distinction between the ICT haves and have not’s so they can easily fulfill campaign promises by providing access to ICT. However, access to ICT does not mean appropriate utilization of ICT so the digital divide may still exist to differing degrees (Selwyn, 2004). For example, in urban and rural areas, the Digital Divide can occur due to a lack of reliable infrastructure, costs, and a lack of equipment. The Divide can occur in any area if the people do not know how to properly use the technology.

The Digital Divide in Rural, Urban and Suburban Communities

It is noted in the research by Kim and Bagaka (2005) that students in suburban homes have more access to computer use at home than their rural and urban counterparts. This access drives the divide because the study suggested that the skills they were asked to master were mastered more efficiently by the students with access at home since they had ample time to utilize technology skills. This gives students from suburban areas an edge over their rural counterparts in the workforce.

In rural areas where technology access is not widely found in each home due to the lack of access to wiring capabilities, access to the Internet and other technologies could be located at the hub or central part of the community to compensate. Community centers, school centers, or Internet cafes would provide access to all that were interested in using the technology. Hindman (2000) states that residents of “wired” non-metropolitan communities can use information technologies to compensate for the “rural penalty” in retail choices, information sources, education, and jobs. Students in “wired” non-metropolitan high schools can access the same resources, and ultimately some of the same courses available in larger communities.

In order to bridge the Digital Divide in rural and urban areas, perhaps businesses, community leaders, volunteers, and school systems could create a technology recycling program where working/refurbished computers & printers could be donated to families who request them. A stipulation could be made that in order to receive the equipment, the family would be required to complete a technology training course prior to delivery/set-up of the equipment. Many times businesses upgrade to the latest technology even though their current equipment is still in working order. Instead of simply discarding these items, the pieces could be cleaned-up, loaded with appropriate open-source software, and donated to those who would use and appreciate them. This type of program would benefit all who chose to be involved in it.


21st Century Implications

In the 21st century, students, educators, and adults in rural, urban, and suburban areas will need ongoing training in ways to effectively, efficiently, and safely utilize technology. In urban and rural areas, access to equipment will need to be addressed and acted upon. Rural users will also need to have reliable access to the Internet. It will take the collective effort of all stakeholders to close the virtual Digital Divide. Teachers will especially need to be willing to learn and use the new technologies so that they can effectively teach them to all of their students.

Hindman (2000) states those who are unable or unwilling to adopt and use information technologies in an information based society, such as America and the world is today, will become isolated from the increasingly predominant means of commerce and communication. Non-use and non-access to information technologies may lead to perceived nonexistence.

Citations

Hindman, D. B. (2000). The rural-urban digital divide. Journalism and Mass Communication Quarterly, Autumn 2000, 77 (3), 549-560.

Kim, S. H., & Bagaka, J. (2005). The digital divide in students' usage of technology tools: a
multilevel analysis of the role of teacher practices and classroom characteristics. Contemporary
Issues in Technology and Teacher Education, 5 (3/4), 31 8-329.

Kleiner, A., & Farris, E. (2002). Internet Access in U.S. Public Schools and Classrooms: 1994–2001. NCES 2002–018. Washington, DC: U.S. Department of Education, National Center for Education Statistics.

Selwyn, N. (2004). Reconsidering political and popular understandings of the digital divide. New Media and Society, 6 (3), 341–362.